Education Standards
B. WA OER 1. K EFSIS-ESS Wild Weather Unit 2021 PDF
C. WA OER 1. K EFSIS-ESS Wild Weather Unit 2021
D. Lightning and Thunder
E. Time Lapse of Storm Formation
F. EFSIS Lesson 1 Observation Walk
G. National Geographic Thunderstorms 101
H. Thunderstorms Background Info Weather Whiz Kids
I. Make a Thunderstorm Procedure Weather Whiz Kids
J. Wild Weather Printable Worksheets
K. Sign Language-Evaporation
L. EFSIS Lesson 3 Virga Images
M. Thunder and Lightning Book-EPIC!
N.How Do Wildfires Spread?
O. Resource 14 Dealing with Wildfire-EPIC!
P. Overnight Time Lapse of Eagle Creek Fire in Oregon
Q. EFSIS Lesson 4a Wildfire Images
R. Wildfires 101 National Geographic
S. Wild Weather Printable Worksheets
T. This Is The Way-Wildfires Song
U. Are You Firewise? Graphic (Mid Page)
V. Wildfire Reasons
W. Smokey Bear Song
X. Preparing for Wildfire Information
Y. This Is The Way-Wildfires Song
Kindergarten Elementary Science and Integrated Subjects-Wild Weather
Overview
- The Kindergarten Elementary Framework for Science and Integrated Subjects, Wild Weather, uses severe storms as a phenomena for exploring natural and man-made hazards and staying safe in those conditions. It is part of Elementary Framework for Science and Integrated Subjects project, a statewide Clime Time collaboration among ESD 123, ESD 105, North Central ESD, and the Office of Superintendent of Public Instruction. Development of the resources is in response to a need for research- based science lessons for elementary teachers that are integrated with English language arts, mathematics and other subjects such as social studies. The template for Elementary Science and Integrated Subjects can serve as an organized, coherent and research-based roadmap for teachers in the development of their own NGSS aligned science lessons. Lessons can also be useful for classrooms that have no adopted curriculum as well as to serve as enhancements for current science curriculum. The EFSIS project brings together grade level teams of teachers to develop lessons or suites of lessons that are 1) pnenomena based, focused on grade level Performance Expectations, and 2) leverage ELA and Mathematics Washington State Learning Standards.
Introduction: Standards, Phenomena, Big Ideas and Routines
Kindergarten
Development Team:
Leina Cobar, Sunnyside School District
Pam Nolan-Beasley, SE Laser Alliance
Sarah Olson, Sunnyside School District
Tara Schut, East Valley School District
Wild Weather
Frameworks for Elementary Science and Integrated Subjects are designed to be an example of how to develop a coherent lesson or suite of lessons that integrate other content areas such as English Language Arts, Mathematics and other subjects into science learning for students. The examples provide teachers with ways to think about all standards, identify anchoring phenomena, and plan for coherence in science and integrated subjects learning
Kindergarten Disciplinary Core Ideas include PS2, PS3, LS1, ESS2, ESS3, and ETS1
For ESS3 students are expected to develop an understanding of:
- patterns and variations in local weather bulleted summary concepts in DCIs
- purpose of weather forecasting to prepare for, and respond to, severe weather
The Crosscutting Concepts are called out as organizing concepts for these disciplinary core ideas.
Crosscutting Concepts:
- patterns
- cause and effect
- systems and systems models
Students are expected to use the practices to demonstrate understanding of the core ideas.
Science and Engineering Practices:
- asking questions
- analyzing data
- developing and using models
- engaging in argument from evidence
- obtaining, evaluating and communicating information
Performance Expectation(s)
K-ESS3-2. Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.* [Clarification Statement: Emphasis is on local forms of severe weather.]
Science and Engineering Practices
- Asking questions and defining problems in grades K–2 builds on prior experiences and progresses to simple descriptive
questions that can be tested. (K-ESS3-2) Ask questions based on observations to find more information about the designed world.
- Obtaining, evaluating, and communicating information in K–2 builds on prior experiences and uses observations and texts to communicate new information. (K-ESS3-2) Read grade-appropriate texts and/or use media to obtain scientific information to describe patterns in the natural world.
Disciplinary Core Idea
ESS3.B Natural Hazards
- Some kinds of severe weather are more likely than others in a given region. Weather scientists forecast severe weather so that the communities can prepare for and respond to these events. (K-ESS3.B)
Crosscutting Concepts
Cause and Effect- Events have causes that generate observable patterns. (K-ESS3-2)
English Language Arts (ELA) Standards
RI.K.2 With prompting and support, identify the main topic and retell key details of a text. Students will be able to identify the main topic and details related to lightning storms and wildfires.
RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. Students will be able to relate the natural forces such as lightning storms as causes of wild-fires.
RI.K.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). Students will be able to label parts of a diagram.
RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Students will be able to sound out words to use in independent writing tasks for Science Notebook Response pages and Wildfire Prevention Poster.
W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Students will be able to draw and label a poster depicting how to keep their houses safe.
W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Students will be able to use weather based vocabulary to tell about the cycle of severed weather and how it impacts their environment.
SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. Students will discuss with partners during class anchor chart lessons.
SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. Students will respond to probing questions during lessons, asking questions during independent and group work and participate in Observation Walks asking questions about the different pictures.
SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. Students will participate in group and partner discussions, ask questions and present the final project model to the group.
L.K.1.A Print many upper- and lowercase letters. Students will be writing on Science Notebook Response pages and Poster.
L.K.1.D Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). Students will respond to questions asked during discussions as well as use question words when describing wonders and ideas.
L.K.2.D Spell simple words phonetically, drawing on knowledge of sound-letter relationships. Students will write using phonetic writing and individual sound preferences and understanding. They will also use written responses, Science Notebooks.
L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Students will use vocabulary in conversations with peers and teachers, asking questions about new vocabulary, related to lightning storms, wildfires, and prevention.
Mathematics Standards
MP.1 Make sense of problems and persevere in solving them. Students will take all they have learned and produce a culminating project to demonstrate their understanding.
MP.5 Use appropriate tools strategically.
K.MD.A.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
K.MD.B.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Students will classify and sort wildfires by what starts them, compare qualities that are similar and different and distinguish between safe and unsafe behavior,
Visual Arts Standards
VA: Cr1.1.K Engage in exploration and imaginative play with materials. Students will experience a blow painting experience to develop understanding of how wildfires spread quickly and without predictability. They will also observe a thunderstorm in a jar activity.
VA:Cr2.3.K Create art that represents natural and constructed environments. Students will create an art project that represents blowing wind spreading wildfires and create a culminating project that shows their understanding of how to prevent wildfires.
Social Studies Skill Standards
SSS1: Uses critical reasoning skills to analyze and evaluate claims. Students will be able to discern what is safe or not, will sort wildfires by attributes and create a culminating Project that demonstrates how to be safe.
SSS4: Creates a product that uses social studies content to support a claim and presents the product in a manner that meaningfully communicates with a key audience. Students will demonstrate that they understand the concept of safety with wildfires by creating a poster of them being safe.
Phenomena:
How can weather be dangerous? Can weather change and be dangerous for people and communities?
Examples of regional place-based questions teachers might consider:
- Why do some areas experience more severe storms than others?
- Why do some thunderstorms include rain and others do not?
- What is necessary for a thunderstorm to form?
Phenomena Resources:
Resource #1: Observation Walk Slide Presentation or PDF
Resource #2: YouTube Video: Time Lapse of Storm Formation
Resource #3: YouTube Video: Vigorous Thunder and Lightning
Communicating in Scientific Ways | OpenSciEd
Big Idea
- How can I prepare and protect my neighborhood from the effects of severe weather?Severe weather is relevant to everyone in all parts of the world. Different types of severe weather require different preparation.
- Everyone can help to prepare for weather changes and emergencies.
Open Sci Ed Routines
Routines by OpenSciEd | CC BY
Lesson 1: Phenomenon: What can be dangerous about weather?
Anchoring Phenomena Routine
Materials:
For use with Lesson 1
- Resource #2: YouTube Video: Time Lapse of Storm Formation
- Resource #3: YouTube Video: Vigorous Thunder and Lightning
- Resource #5: Resource 5: Google (available cost free) and Seesaw ( requires setting up an account connected to a school) Activity Downloads Link
- Chart Paper, Markers or digital recording platform students can see onscreen such as Jamboard, Google Doc, Google Slide for teacher to type into
Preparation
- If using the Observation Walk pictures, print and place them around the classroom to use like Project Glad Observation Charts.
- Place each picture individually on a separate piece of paper and post around the room. Students will move from picture to picture, observing the pictures. They will use a few moments to draw or write ideas and questions about what they see and what they wonder.
- If using one or both of the video selections, open the link provided and prepare for presentation in the classroom. (It is recommended to mute the sound to allow students to focus on the visual presentation.)
- Prepare chart paper and markers for an anchor chart.
Vocabulary
- Not applicable to this lesson.
Integration Points
- Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue.
Procedures
Procedure 1:
- Introduce the Phenomena by asking students to observe from the pictures or the videos that you choose to display as your choice of resource to the students.
- Give students time to process and make sense of the material through writing, drawing or speaking to a partner, without explanation or clarification. (W.K.8)(SL.K.3)
Procedure 2:
- After viewing the videos/pictures, use the chart paper and markers to create a class chart. Note the observations and wonderings of the students. Record students' exact words (as they speak) without adding in vocabulary and resist the urge to explain. Remind students that they will be looking for answers throughout the lessons. (W.K.8) This is a Formative Assessment Opportunity. Look for students misconceptions and preconceptions that should be addressed throughout the unit.
Procedure 3:
- Ask students to turn and talk to a neighbor about whether weather could be dangerous and why they might think so. (SL.K.1) (SL.K.6)
Digital/Distance Learning Suggestions
Option 1: Use the Videos during a digital meeting or attach to a digital assignment.
Option 2: Variation on Observation charts: 1) set up a Google Doc, Google Slide or Jamboard (virtual whiteboard) and have students share verbally as the teacher records their ideas in the chosen format.
Student Samples
Lesson 2: What is a Storm?
Investigation Routine
Materials
- Resource #4: Downloadable PDF Files Link
- Resource #5: Resource 5: Google (available cost free) and Seesaw ( requires setting up an account connected to a school) Activity Downloads Link
- Resource #8: Make a Thunderstorm Experiment from Weather Whiz Kids
- Chart Paper, Markers or digital recording platform students can see onscreen such as Jamboard, Google Doc, Google Slide for teacher to type into
- water bottles room temperature
- Ice cubes (made with blue food coloring)
- Red food coloring
- Clear, plastic container(s) (recommended shoe box size)
- Resource #6: WeatherWhizKids Background Information, Thunderstorms
- Resource #7: (Supplemental) YouTube Video: National Geographic, Thunderstorms 101
Preparation
- Read background information on how thunderstorms form. Use Resource #6 from WeatherWhizKids.
- Prior to lesson make blue ice cubes using food coloring. You will need at least two ice cubes.
- Have available two 16 oz water bottles at room temperature.
- Review experiment directions at resource #8
Vocabulary
- Thunder
- Model
Integration Points
- Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue.
Procedures
Procedure 1:
- Provide students with the Science Notebook page from Resource #4 or #5. Allow students time to write and draw what they know about storms. Ask them to include labels and add details if they can. (W.K.8) (L.K.1A) (L.K.2D) This is a Formative Assessment Opportunity. Look for ideas about clouds, what might cause rain, thunder, lightning. Allow students to explain their writing and drawing to understand their thinking more fully.
Procedure 2:
- Have a class discussion allowing students to share the work from the science notebooks.
- Record information on a class chart highlighting similarities between student responses. (SL.K.1) (SL.K.6)
Procedure 3:
- Discuss different types of storms with students. These could include blizzards, thunderstorms, tornadoes, hail storms, etc. Encourage them to share prior knowledge of types of storms. (SL.K.1) (SL.K.6)
- Inform students that this lesson will focus on thunderstorms.
Procedure 4:
Question students and ask them to engage in a discussion using these probing questions:
- What is a thunderstorm?
- What does a thunderstorm look, or sound, like?
- What different kinds of weather do you observe during a thunderstorm (ex: rain, wind, thunder, lightning)
- Why do you think thunderstorms happen? What is the cause? (SL.K.3) This is a Formative Assessment Opportunity. Look for students to express their understandings of what a thunderstorm is and why they happen. Look for misconceptions about thunderstorms.
Procedure 5:
- Tell the class that we will create a model of a thunderstorm. We will use food coloring to make the reaction easier to see. This will display air movement, since we can’t see air.
- Follow the procedure in Resource #8 to engage in the investigation.
- Demonstrate how cool (blue ice cube) and warm (room temperature water with red dye)l air moves to create a thunderstorm. This can be a video of the experiment, a teacher led demonstration or student investigation in table groups with a tub of water, blue ice cube for each group with teacher circulating and adding red food dye.
- Give ample time to investigate and discuss first with a partner and then in groups. (SL.K.3)
- Optional: You can have students imitate the sound of a thunderstorm on a table, pie tins, etc.
Digital/Distance Learning Suggestions
Option 1:
Use a YouTube video of a child/adult performing this experiment https://www.youtube.com/watch?v=6WH4ks0hxQQ Students could view the video and share their observations and learning through an individual recording using Seesaw or Flipgrid, or another application.
Option 2:
Create a recording of the experiment done in class, or by the teacher. Present this to the students during a Class Video Conference (Example: via Zoom, Google Meets, or Teams Programs) or attach it to an asynchronous digital assignment. Students can re-create the experiment at home using household materials, or, if possible, materials supplied by the school.
Student Samples
Lesson 3: What is a Dry Lightning Storm?
Investigation Routine
Materials
- Chart Paper, Markers or digital recording platform students can see onscreen such as Jamboard, Google Doc, Google Slide for teacher to type into
- Resource #9: Book: Thunder and Lightning by Grace Hansen Available through Epic(for free use click the parent/family option for Epic Basic) or a comparable age level book such as Thunder and Lightning by Wendy Pfeffer.
- Resource #10: Virga Images Link
- Resource #11: Vocabulary Word, Evaporation in Sign Language
- Resource #5: Resource 5: Google (available cost free) and Seesaw ( requires setting up an account connected to a school) Activity Downloads Link
Preparation
- Teacher should preview videos and develop understanding of the lesson vocabulary.
Vocabulary
- thunderstorm
- evaporation
- virga
Integration Points
Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue.
Procedures
Procedure 1:
- Review the previous lesson on storms and thunderstorms, touching on the keys points and vocabulary. Use the book, Thunder and Lightning, found in Resource #9, as a resource.
- Review the experiment of the storm formation model completed in Lesson 2. See Resource #8 for more information.
- Ask key questions below and encourage class discussion. (SL.K.3)
Key Questions:
- What is a thunderstorm?
- What changes in weather allow for a thunderstorm to form?
Procedure 2:
- Introduce the vocabulary word evaporation. It is recommended to use a hand signal to encourage kinesthetic understanding. See Resource #11 for assistance. Have students practice the word using sign language and the shortened definition: “water changes to vapor.” (L.K.6)
Procedure 3:
- Explain that there is a special kind of evaporation that happens when rain evaporates before it touches the ground. Display the three pictures that show the streaking of rain. Explain that this is called “virga.” Then explain further that this is what happens when we have Thunderstorms that do not produce rain that reaches the ground.
- Use the given diagram, found in Resource #4 or 5, to help students understand and label the parts of a dry thunderstorm where the rain evaporates before hitting the ground. Review the vocabulary “virga.”
- Create a class thunderstorm chart, with pictures, labels, and dictation, or use the provided resource from Resource #4 or 5. This is a Formative Assessment Opportunity. Look for students to label different parts of the thunderstorm chart with the appropriate labels.
Integration Points
- Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue.
Digital/Distance Learning Suggestions
Option 1:
Students can complete a digital assignment. Link provided for Google and Seesaw format in the Resource List.
Student Samples
Lesson 4a: What is a Wildfire? How is it related to severe weather?
Investigation Routine
Materials
- Chart Paper, Markers or digital recording platform students can see onscreen such as Jamboard, Google Doc, Google Slide for teacher to type into.
- Resource 12: Wildfire Images from Pixabay Link PDF format also available here
- Resource #1: Observation Walk Slide Presentation or PDF, Image of lightning striking a tree
- Resource #13: YouTube Video: Overnight Time Lapse of Eagle Creek fire in Oregon shared by The Oregonian
- Resource #14: Book: Dealing with Wildfire by Kristy Stark, M.A. Ed. Available through Epic!
- Resource #15: Book: Disaster Zone: Wildfires by Vanessa Black. Available through Epic! (for free use for remote use click the parent/family option for Epic Basic)
- Resource #21: YouTube Video: How Do Wildfires Spread?
- Card stock, or other heavy paper
- Liquid watercolor paint, watered-down food coloring or watered-down tempera paint
- Dropper or pipette
- Drinking straws
- Push pin to make hole in straw near end away from mouth
Preparation
- Students may have some misconceptions. Allow for this. Do not interrupt student thinking by discussing student answers. Include misconceptions on the chart paper.
- Download the assignment pages ahead of the lesson.
- The teacher should poke a small pin-hole in the middle of each drinking straw. This is a safety precaution. The hole will allow students to blow out of the straw and lessen the chance of them sucking paint up the straw.
Vocabulary
- wildfire
- unpredictable
Integration Points
Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue.
Procedures
Procedure 1:
- Pose the question to students as a group: “What is a wildfire?” Have students brainstorm and share ideas describing what they know. Encourage details in their descriptions. (SL.K.1) (SL.K.3)
- Teacher will write responses on a large piece of chart paper or a physical/digital whiteboard.
- View images of wildfires from Resource #12. Guide students to see the connection that wildfires are destructive, unpredictable and spread quickly.
Procedure 2:
- Provide a read aloud from either Resource #14 or #15. These books can be found through Epic! at no charge for educators.
- When finished, Ask, “Do you think Wildfires are severe weather?” “Why or why not?” Encourage students to discuss with a partner. Record students ideas. This is a Formative Assessment Opportunity. Look for students to identify thunder, lightning strong wind, hard rain as severe weather. Listen for their rationale about what is weather. Students should begin to understand that wildfires sometimes are caused by severe weather but they are not weather. Allow students to explain their writing and drawing to understand their thinking more fully.
- Review the chart made by the class. Add any new learning and clarify any misconceptions. (R.K2) (R.K.3)
Lesson 4b: How does a wildfire spread?
Procedure 3. Art Connection: Blow Paint-connection to wind and spread of fire.
- Dilute the tempera paint a bit so that it will flow more easily when kids blow it. Use small plastic containers for the paint: use colors similar to fire: orange, yellow, red.
- Squeeze paint into a pipette or drip from the end of a paint brush releasing a drop or two onto the paper. Starting at one side of the paper is best.
- Have students blow air through the straw to move the paint around on the paper. Add more paint as needed.
- Before you begin, prepare your straws by poking a hole in them with a push pin. This will help prevent kids from sucking up the paint into their mouths.
- Ask: “Do you notice a change when you blow hard or blow softly? Tell me what you notice.” and “Can you see how the wind makes a difference in the spread of a wildfire?...” (SL.K.3) (VA: Cr1.1.K) (VA:Cr2.3.K)This is a Formative Assessment Opportunity. Look for students to explain that wind can spread wildfires.
- Procedure 4. Review the YouTube Video from Resource #21 as a closing activity. Ask students to discuss what connections they understand from the video and the art activity.
Digital/Distance Learning Suggestions
Option 1:
Use a digital whiteboard to display student responses during the initial discussion.
Option 2:
Students would have to remove their masks for the Blow Painting activity. This could be completed outdoors with students spaced 10 feet apart or one student at a time, allowing them to remove their mask and use individual materials. It could also be demonstrated through a video of the process.
Student Samples
.
Lesson 5: How do natural and man-made fires compare?
Putting Pieces Together Routine
Materials
- Resource 4: Downloadable PDF Files Link
- Resource #5: Resource 5: Google (available cost free) and Seesaw ( requires setting up an account connected to a school) Activity Downloads Link
- Chart paper and marker or Digital Whiteboard (Jamboard)
- Resource 16: YouTube Video: Wildfires 101, National Geographic Link
Preparation
- Download the worksheet or digital activity before the lesson.
- If using, Resource 4 Sorting Activity “Natural vs. Man-Made Fire”, print paper worksheet for students.
Vocabulary
- ignite
- ember
Integration Points
- Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue.
Procedures
Procedure 1:
- Play the YouTube video National Geographic Wildfires 101 found in Resource #16.
Procedure 2:
- When finished revisit the Wildfires chart made in Lesson 4a. “Are there any new learnings or misconceptions that were cleared up?”
Procedure 3:
- Ask “What causes wildfires to start?” Allow students to Turn and Talk to a partner and then share partner ideas to the group. Record students’ ideas on chart paper or digital whiteboard. (SL.K.3)
Procedure 4:
- Initiate a class discussion. Ask students, “How do you know if a fire is natural or man-made?” Allow students to Turn and Talk to a partner and then share partner ideas to the group. Record students’ ideas on chart paper or digital whiteboard (SL.K.3)
Procedure 5:
- Students will complete the worksheet Resource 4 Sorting Activity “Natural vs. Man-Made Fire”. Students will identify and classify if a fire was started by nature, man-made,. (KMD.B3) This is a Formative Assessment Opportunity. Allow students to explain their writing and drawing to understand their thinking more fully. Note 1) how students do the sorting, 2)what they explain as their rationale for the items in categories, 3) are they counting items in each group accurately, 3) can they count all of the items total.
Digital/Distance Learning Suggestions
Option 1:
Students can complete the sorting work as a digital assignment. Link provided for Google and Seesaw format in the Resource List.
Student Samples
.
Lesson 6: What can we do to stay safe?
Putting Pieces Together Routine
Materials
- Pictures of thunderstorms/clouds
- Pictures of wildfires
- Chart paper for fire prevention ideas (optional)
- Resource #17: YouTube Video: Wildfire Reasons
- Resource #18: Firewise Graphic found at Treesource.org LINK
- Resource #19: Fire Safety and Prevention Song Lyrics Link
Vocabulary
- Safety
- Prevention
Procedure 1:
- Initiate a class discussion asking, “What does it mean to be safe with severe weather?” Create a class chart. (SL.K.1) (W.K.2)
- Review video from Resource #17.
Procedure 2:
- Use Resource #18: Firewise Graphic to discuss ways students could prevent fires near their home. Discuss that the word prevention means, “we plan ahead-of-time, so something can’t happen.”
Procedure 3:
- Fire Safety and Prevention Song:
Have students use hand motions while singing the Fire Safety and Prevention Song. Use the tune from “This is the Way.” Lyrics can be found in Resource #19
Procedure 4:
- Provide each student with a copy of “How Can We Stay Safe in Extreme Weather” Printable worksheet or a digital equivalent. Have students draw and/or write their ideas for how to stay safe.
- Allow students to share their ideas with a partner or table group. Allow them to add to their thinking on the model. (W.K.2)
This is a Summative Assessment Opportunity Allow students to explain their writing and drawing to understand their thinking more fully. Look for ideas from the resources and their prior learning.
Digital/Distance Learning Suggestions
Option 1:
Present the lesson to the students during a Class Video Conference (Example: via Zoom, Google Meets, or Teams Programs) or attach it to an asynchronous digital assignment.
Option 2:
The teacher could record a video of the Fire Safety and Prevention Song and share with students. Students could take a video or audio recording of themselves singing along.
Student Samples
Lesson 7: How can I keep my home safe?
Putting Pieces Together Routine
Materials
- Chart Paper or Construction Paper for each child
- Crayons, Markers, or other drawing supplies
- Resource 19: Fire Safety and Prevention Song Lyrics Link
- Resource #20: Website: National Fire Protection Association-Public Education, Preparing Homes for Wildfire LINK
- Resource #22: YouTube Video: Smokey Bear Song
Preparation
- Review the concepts from the previous lessons.
- Review the resources from the National Fire Protection Association.
Vocabulary
- wildfire
- label
Integration Points
Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue.
Procedures
Procedure 1
- Discuss and review wildfires, causes, safety, and precautionary measures from previous lessons.
- Review and sing the Fire Safety and Prevention Song using Resource #19 and/or the Smokey the Bear Song from Resource #22
Procedure 2
- Discuss with students that they will be creating a model of their home. They should sketch their home and anything that is normally found outside the home, such as grass, plants, trees, power poles, garbage cans, etc.
- The drawing should also include labels. Students can use phonetic spelling to write words, or the teacher could support students with dictation.
- Inform students the drawing should also include a design to keep the home safe from a wildfire. Have students discuss ideas with a partner, or discuss as a class or whole group. (W.K.2) This is a Summative Assessment Opportunity Allow students to explain their writing and drawing to understand their thinking more fully. Look for ideas from the resources and their prior learning.
- Teachers can use resources from the Public Education section of the National Fire Protection Association to promote discussion. Use Resource #20 for downloadable fact sheets available in both English and Spanish.
Procedure 3
- Provide each student with a large piece of white paper (Chart Paper or Construction Paper) and drawing materials.
- Students will draw and write while the teacher moves around the classroom providing support as needed. The teacher should also ask students to explain their ideas as they work. These conversations and observations will serve as a summative assessment opportunity.
Procedure 4
- When students have finished, encourage each student to present their model to the class. They will communicate what they have drawn, explaining the labels and drawings.
Digital/Distance Learning Suggestions
Option 1:
Students could use an online platform such as Seesaw or Google Classroom to complete the project. Then, they could use a video or audio recorder in the platform, or online recorder to give an account of their work.
Option 2:
Students could create their model using paper and pen, and then use a program such as Flipgrid to display their work to classmates. They could also view work by other students and could also record feedback for their peers.
Option 3:
Students could display their completed work through a classroom blog posting, or on a school website. Likewise, schools or classrooms could partner with local fire departments and agencies to promote wildfire preparedness.
Student Samples
Appendix
Lesson Resources
Resource 1: Observation Walk Slide Link PDF format also available PDF Format Observation Walk
For use with Lesson 1
Resource 2: YouTube Video: Time Lapse of Storm Formation Link
https://youtu.be/lKZSpo4ObtA For use with Lesson 1
Resource 3: YouTube Video: Vigorous Thunder and Lightning Link
https://youtu.be/hBrcjmbJq0k For use with Lesson 1
Resource 4: Downloadable PDF Files Link
For use with Lesson 1, 2, 3, 5, and 6
Resource 5: Google (available cost free) and Seesaw ( requires setting up an account connected to a school) Activity Downloads Link
For use with All Lessons
Resource 6: Website: Weather Wiz Kids, Background information on Thunderstorms. Link
https://www.weatherwizkids.com/weather-thunderstorms.htm For use with Lesson 2
Resource 7: (Supplemental Resource) YouTube Video: National Geographic, Thunderstorms 101 Link
https://youtu.be/zUNEFefftt8 For use with Lesson 2
Resource 8: Website: Weather Wiz Kids, Make a Thunderstorm Experiment. Link
https://www.weatherwizkids.com/experiments-make-thunderstorm.htm For use with Lesson 2
Resource 9: Book-Thunder and Lightning by Grace Hansen. Available through Epic!
https://www.getepic.com/app/read/25787 For use with Lesson 3
Resource 10: Virga Images from Pixabay Link PDF format also available here
For use with Lesson 3
Resource 11: Evaporation Sign Language Model Link
https://vimeo.com/231386376 For use with Lesson 3
Resource 12: Wildfire Images from Pixabay Link PDF format also available here
For use with Lesson 4
Resource 13: YouTube Video: Overnight Time Lapse of Eagle Creek Fire in Oregon shared by The Oregonian Link
https://youtu.be/XR2DhoWsxo4 For use with Lesson 4
Resource 14: Book-Dealing with Wildfires by Kristy Stark. Available through Epic!
https://www.getepic.com/app/read/75326 For use with Lesson 4a
Resource 15: Book-Disaster Zone: Wildfires by Vanessa Black. Available through Epic!
https://www.getepic.com/app/read/33767 For use with Lesson 4a
Resource 16: YouTube Video: Wildfires 101, National Geographic Link
https://youtu.be/5hghT1W33cY For use with Lesson 5
Resource 17: YouTube Video: Wildfires-Wildfire Reasons by Learning Junction Link
https://youtu.be/S38h6cjGg3k For use with Lesson 6
Resource 18: Firewise Graphic found at treesource.org Link
https://treesource.org/news/lands/fire-prevention-week-if-your-front-door-meets-the-forest-be-firewise/ For use with Lesson 6
Resource 19: Fire Safety and Prevention Song Lyrics Link
For use with Lesson 6
Resource 20: Website: National Fire Protection Association. Public Education, Preparing Homes for Wildfire. Link
https://www.nfpa.org/Public-Education/Fire-causes-and-risks/Wildfire/Preparing-homes-for-wildfire For use with Lesson 7
Resource 21: YouTube Video: How Do Wildfires Spread? Link
https://youtu.be/1LYSdM7ysH8 For use with Lesson 4b
Resource 22: YouTube Video: Smokey Bear Song Link
For use with Lesson 7
Attribution
Cover photo by pinterastudio from Pixabay
Photos and images from pixabay.com, mycutegraphics.com, unsplash.com and public agencies as noted.
NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press | Public License
Common Core State Standards © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved | Public License
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